On June 8 and 9, nearly 1000 Albertans gathered in Edmonton to learn about and discuss a proposed new policy framework for inclusive education in our province (read the news release). The gathering was the third phase of public consultation on the Setting the Direction for Special Education in Alberta process. The feedback will inform further revisions to the framework which will be considered by government in coming months, and implemented beginning in September 2010.

Inclusive education does not mean every student can succeed in any classroom. Students requiring enhanced supports want what all students want — to feel accepted and understood in their school and classroom. We envision schools that are welcoming and safe for all students, where diversity is obviously valued and where no student is stigmatized. If our system doesn't provide a welcoming school and classroom environment for all children, the rest is for naught.

To achieve safe and welcoming environments, we need to pay more than lip service to inclusion. Inclusion must not be about arbitrarily placing every type of child in every type of classroom or every type of school. Rather, inclusion must be conceptualized within the paradigm of respect and appreciation for a child's dignity, abilities, uniqueness and contributions, and the desire to enable every child to maximize her/his full potential, whatever that may be. This means that we need better teacher training, better physical facilities, effective classroom teaching, appropriate pay for staff, widespread knowledge of disabilities and conditions of students, classrooms built on universal design principles and appropriate class sizes. A commitment to providing supportive and inclusive environments must be demonstrated at all levels — provincial, district, school and classroom.

Although inclusion should always be available as a choice where appropriate, inclusion and integration are not the solution for everyone. Our education system offers true choice to students and families. That means choices within and among school authority types and programming options such as public and separate schools, Francophone schools, charter schools, private schools, alternative programs, distance learning, and home education. However, choice must not be considered in a vacuum. Parental and student choice of school placement and programming must be considered in concert with teachers and school officials, the community, and relevant service providers. Sufficient staff and resources for individual programming are needed to enable students to learn at their own level, achieve their potential and develop independence.

This morning, Minister Hancock appeared on Breakfast Television Edmonton to discuss the new framework. You can also view the archived webcast, which includes many of the presentations and discussions at the Setting the Direction forum.